School District

Massena Central School District

Contract Amount

$1,487,929

Contract Theme

Students with disabilities and other students determined to be at risk, are the focus of new and expanded district efforts, which include a formal and more intensive transition program from junior to senior high school in order to increase the graduation rate.

Contract Overview

What Visits To A Representative Sample of Schools Revealed

• Two new junior high teacher coaches were hired for William Leary Junior High to assist the 480 Leary JHS students specifically in language arts areas.
• Staff development for all personnel at the junior high grades increased to twelve days which assisted in this school exiting from Schools in Need of Improvement (SINI) status. 
• The alternative education program provides junior high students a schedule that allows for remedial help or enrichment and more time to meet with teachers.
• The hiring of additional staff members to decrease the class size and provide further testing and placement of students entering school for the first time.

Findings

None.

Contract Amendment

2008-09 C4E Status

None.

Continued.

    School District

Middletown Central School District

Contract Amount

$ 5,772,064

Contract Theme

Contract funds will target English language learners, low income students and students with disabilities, by implementing strategies and programs to raise achievement levels.

Contract Overview

What Visits To A Representative Sample of Schools Revealed

• The district hired two new literacy coaches. 
• The district expanded their UPK program to five locations.
• The district reorganized their school day to include a 90 minute uninterrupted literacy block, a 60 minute math block and 45 minutes of enrichment.
• The district hired new teachers for the ESL & Bilingual programs.
• The district implemented native language instruction at the middle school.
• The district implemented a Freshman Academy and added a ninth period to provide for smaller learning communities.
• The district hired a new guidance counselor at the ninth grade level to target drop out prevention.
• New technology was purchased to support instruction at all levels. The district purchased Smart Boards and projectors for all elementary classrooms.  

Findings

• At the time of the monitoring visit, the district did not make evidence available to support the above statements.  The Department notified the district of the 30-day time limit for corrective action and asked it to send supporting documents to SED. The district submitted evidence and supporting documents within the 30-day time limit.

Corrective action:  This will be corrected as part of the C4E approval process.

• The district hired two new literacy coaches.  However, at the time of the visit, the district needed to hire two more literacy coaches at the elementary level. In a subsequent follow-up phone call (8/1), the Department confirmed that the two additional literacy coaches have been hired, one to be approved by the Board in August.

Corrective action:  This will be corrected as part of the C4E approval process.

• Middletown City School District has a parent complaint process.  However, it is not specific to the Contract for Excellence.

Corrective action:  This will be corrected as part of the C4E approval process.

Contract Amendment

2008-09 C4E Status

$700,000.  The district redirected funds for after school programs in light of reduction in federal funds.

Continued.

School District Name

Monticello Central School District

Contract Amount

$ 2,698,222

Contract Theme

The district targeted funds to address issues related to students with disabilities regarding a number of achievement issues, most notably English language arts, math, social studies and science, as well as the subgroup of children living in poverty.

Contract Overview

What Visits To A Representative Sample of Schools Revealed

Rutherford Elementary

• Special education teacher teamed with a general education teacher to create a highly supported inclusive classroom for 20 third graders.  This setting enabled 6 special education students to move from a self-contained special education classroom of 15:1:1 into an inclusive classroom with their peers.
• Added a full-time special education teacher to reduce class size, improve instructional effectiveness and increase time on task.
• Added a half-time elementary teacher to support direct instruction in reading.
• Hired two full-time and one half-time additional teaching assistants to support improved instruction and increase student time on task.
• Hired eight teachers to teach four hours per day for 20 days during the school’s Extended Year Program.

Kaiser Middle School

• Added a sixth grade teacher assistant to support instruction in the inclusion program.
• Hired 3.5 FTE lunchroom monitors to free teachers from their contractual duties. The teachers used this additional free period to assist students with homework and missed class work.
• Added a computer teacher/staff developer to work with students and collaborate with teachers on the use of instructional technology to improve student time on task.
• Added a literacy coach to provide professional development in use of the school’s Guided Reading Program and to support teachers on the use of instructional technology to improve literacy.
• Provided stipends for five head teachers to provide leadership within departments.
• Supported teacher planning and professional development throughout the year in preparation for looping the 7th and 8th grade next year.

Findings

None.

Contract Amendment

2008-09 C4E Status

$150,000. The district received more Title I funds  than anticipated and used those funds for an extended year program, originally proposed as part of their Contract.  Contract funds were used for additional allowable expenditures such as class size reduction and time on task.

Continued.

School District

Newburgh Enlarged City School District

Contract Amount

$8,088,210

Contract Theme

To improve academic performance of all students in ELA across the district.

Contract Overview

What Visits To A Representative Sample of Schools Revealed

• The district used Contract for Excellence (C4E) funds to hire one new teacher for each elementary grade level at these two schools which house new additions. Additionally, teachers hired in special subject areas of art, music, and physical education.  This initiative will move the district toward the goal of reducing class size to 20 students per class. 
• A new scientifically-based core reading program, with the inclusion of 90-minute reading blocks, targeted English language arts for all K-6 students. 
• New teachers have been hired at the secondary level, including academic intervention services at the high school and junior high schools to provide literacy instruction. 
• A new extended school year program, with an enrollment of nearly 2,000, was developed for literacy in grades K-6, for course recovery and literacy for grades seventh through eighth, and for course recovery and courses in advance for grades ninth through twelfth. 
• Teams of teachers have revised and developed curriculum maps in the core subjects for grades K-12.  The maps ensure appropriate instruction for all students. 
• Added additional Read 180 sections in support of ELA Academic Intervention program. Added additional special education teachers to decrease student to staff ratios.  Added additional foreign language teachers. Added laptops for classrooms to ensure student access to instructional content through technology. A literacy coach was hired to provide intensive, classroom based professional development.
• Adopted a new reading series to respond to monitoring and compliance reports. Created specially designed early intervention K through first grade classrooms. Increased professional development and data analysis time for teachers including a literacy coach specifically assigned to areas of concern based upon state exams.  Provided a new principal to serve as a leadership coach for the academic year. 

Findings

None.

 Contract Amendment

2008-09 C4E Status

None.

Continued.

S  School District

Northeastern  Clinton CSD

Contract Amount

$754,646

Contract Theme

The focus of Northeastern Clinton’s Contract for Excellence is to expand the time devoted to reading instruction in grades K-2 with the goal of building stronger readers, earlier, and reducing the number of referrals to the committee on special education. 

Contract Overview

What A What Visits To A Representative Sample of Schools Revealed

• Added special education teacher to provide 15-1-1- setting for students with disabilities who require such service.  The teacher is certified in special education and English.  Teacher is provided time for planning and collaboration with general education teachers responsible for providing instruction in integrated classrooms.

• Teachers received “Education by Design” training.  Two facilitators provided frequent onsite classroom embedded professional development and support.

Findings

The district used general complaint procedures and did not specify for Contract for Excellence.

Corrective action:  This will be corrected as part of the C4E approval process.

Contract Amendment

2008-09 C4E Status

None.

Continued.

   School District

Norwich Central School District

Contract Amount

$ 1,347,743

Contract Theme

To provide students in need of additional support with targeted instruction to help them make needed gains, specifically students with disabilities and those who are not meeting state standards.

Contract Overview

What Visits To A Representative Sample of Schools Revealed

• The district created two “teacher leader” positions, with a focus on implementing P-16 New York State benchmarks, analyzing benchmark data and using data to facilitate, coach and model best practices in K-sixth English language arts and math. 
• The district hired an elementary social worker and school psychologist to support students and families who struggle with issues that hinder academic success.
• The district adopted a technology-based intensive reading program and targeted students with disabilities and special education programs to raise student achievement.  The programs for students with disabilities increased the number of students mainstreamed into regular education classes with support from special education teachers. 
• Norwich also expanded curricular offerings and academic intervention services for all students. 
• Added two coaches to provide curriculum support and on-going data analysis. Building staff developed professional development activities on the basis of the data. The district hired a full-time psychologist to support students with disabilities. The district added Smart Boards to enhance classroom instruction.
• The Middle School rearranged the schedule to create an end-of-day block for tutoring and academic support. The addition of a business teacher added flexibility into the schedule at the middle school and the high school. The special education program has implemented additional support for students who are mainstreamed through increased monitoring and instructional coordination.

Findings

None.

Contract Amendment

2008-09 C4E Status

None.

Continued.

   School District

Ossining Union Free School District

Contract Amount

$ 703,016

Contract Theme

Strengthening the curricular outcomes for ELL students and strengthening the 8th grade Earth Science program.

Contract Overview

What Visits To A Representative Sample of Schools Revealed

• A new model for literacy training was developed and implemented. This model involved hiring a secondary school literacy coach who worked with teachers across the curriculum.
• A new kindergarten teacher was hired for Park School to accommodate increased immigrant enrollment.
• Two additional earth science teachers were hired to implement the middle school Regents earth science program for all eighth grade students.
• A middle school extended day program was initiated for instructional as well as enrichment opportunities.
• Staff development for principals and other administrators based on the McREL model was initiated.
• Two teachers were hired for the Two-Way Bilingual Program to enable the district to expand the program. The dual language teachers using a 50/50 Spanish-English model provided students in-classroom support for English Language learners and provided other students with a second language.
• The after school programming was available to all students for remedial help or enrichment providing greater time on task where needed.
• The district provided additional professional development for principals and other administrators to improve student achievement.
• The hiring of new teachers allowed for more dedicated instructional/ time on task and smaller class sizes.
• The middle school extended day program allowed for individual and small group instruction to all students, extending the opportunities for learning to all subgroups.

Findings

The district used a general complaint process, not specific to Contract for Excellence.

Corrective action:  This will be corrected as part of the C4E approval process.

Contract Amendment

2008-09 C4E Status

$56,506.  The district was not able to find a highly qualified teacher for its proposed Math Staff Development Program, so the district used AUSSIE consultants instead at a lesser cost.  The district transferred the excess allocation to the high school for its STARS After School Program, which was already part of the Contract.

Continued.

School District

Oswego City School District

Contract Amount

$1,812,008

Contract Theme

Raise achievement in two schools in the district that are in accountability status.

Contract Overview

What Visits To A Representative Sample of Schools Revealed

• Hired additional teachers to reduce class size at both the Elementary and high school building level. There were nine elementary teachers which the district used to reduce class size from 25 to 18 students. The district also hired one ELA teacher at the high school to reduce class sizes at the ninth grade level to 23 students.
• AIS provided academic intervention services to reduce class sizes from 25 to 18 students.
• Teacher and principal quality was enhanced through professional development. Courses included literacy courses, best practice, curriculum and instruction Everyday math, and SMART Board training.
• Time on task was increased with extended instructional time and tutoring as part of the elementary enrichment program. These programs included everyday math games, writing instruction, breakfast with books, after school reading, etc. Each of five elementary buildings participated in the after-school enrichment program.
• The district also hired two academic intervention Math instructors, one served one elementary  building and the other was split between two other elementary buildings.
• The district had a summer school for math at the high school level.
• The district hired an elementary counselor that assisted at risk students.
• The district conducted retreat for administrative staff that focused on the Skillful Leader.

Program Compliance

Issues

None.

Contract Amendment

2008-09 C4E Status

None.

Continued.

School District

Port Chester-Rye Union Free School District

Contract Amount

$ 1,007,420

Contract Theme

Focus on improvement in math and ELA at all grade levels, for these targeted sub-populations: Hispanic, LEP, poor and disabled students, with the greatest emphasis on programs in the high school 

Contract Overview

What Visits To A Representative Sample of Schools Revealed

• Contract for Excellence funds were used to supplement a small learning communities approach for core content teachers of the 9th grade providing for greater individualized and personalized instruction. This approach has allowed the district to target intervention for at-risk students.
• Hired full-time reading teacher to provide small group literacy instruction to targeted students reading below grade level.
• Hired special education teacher with a background in science to teach self-contained science classes for the ninth and tenth grade students with significant disabilities. This allowed for intensive academic support, differentiated instruction, and remediation.
• Hired teaching assistant for the in-school detention room to assist students in completing their assignments.
• Provided professional development which focused on literacy and differentiated instruction to support students with disabilities and English language learners. 
• Hired district-wide science curriculum coordinator to help strengthen the high school science curriculum, instruction and assessment. The coordinator also provided early intervention for students at risk of not qualifying for the science Regents.

Findings

The district used a general complaint process, which was not specific to Contract for Excellence.

Corrective action:  District is no longer in C4E status.

Contract Amendment

2008-09 C4E Status

None.

Removed.

School District

Port Jervis City School District

Contract Amount

$1,560,556

Contract Theme

Port Jervis has created a freshman academy for at-risk students by adding four additional modular classrooms and five new teachers at the high school.  These efforts are designed to improve student performance on State exams and improve graduation and drop-out rates. 

Contract Overview

What Visits To A Representative Sample of Schools Revealed

• Examined evidence included interviews with the Assistant Superintendent for Instruction; the middle and high school principals; site visits; informal interviews with teachers and examination of Contract for Excellence reconciliation records. Based on examination of evidence, it was determined that Port Jervis Middle School and High School implemented its Contract for Excellence as originally planned.
• Port Jervis Middle School hired its first full-time academic intervention math teacher in an effort to improve the performance of low achieving students. Prior to this time, the school had no full-time math academic intervention teachers. Each math teacher had a portion of their instructional day dedicated to providing AIS.  To develop academic intervention further, the district added a second teacher using general funds.
• Port Jervis High School added four modular classrooms and five teachers in an effort to reduce class sizes, increase the number of sections in core classes and increase the number of electives available to students.
• These additions also allowed the high school to create a Freshman Academy for 50 students most at-risk.
• The additional high school positions included art, technology, science, social studies/special education and English.

Findings

None.

Contract Amendment

2008-09 C4E Status

None.

Continued.

School District

Rochester CSD

Contract Amount

$ 18,034,165

Contract Theme

Targeting class size reduction and extended time interventions to the needy subpopulations

Contract Overview

What Visits To A Representative Sample of Schools Revealed

System-Wide

Students in poverty, those with disabilities and English Language Learners comprise 89 percent of the elementary school and 79 percent of the high school. The district committed to improve the academic achievement of its students by using its C4E funds in all school buildings, with an emphasis on:

• Preventive programs, such as class size reduction
• Intervention programs to keep students on track
• Extended learning and alternative learning opportunities to assist students who are not meeting academic standards; and
• Community partnerships to enable students to graduate and achieve success after high school.

Class Size Reduction

• The district continued to provide small class sizes at grades K-3 to enhance early learning and provide students with the foundation for academic success in the years ahead.  Class sizes were reduced from 25 to 23 or few students.
• The district added 25 teachers at grades 7-9 to reduce class sizes in core subject areas and provide support to students as they make the transition to secondary school.  Class sizes were reduced from 25 to 23 or few students.

Time on Task

• Extended day and summer school programs were offered to all students in grades 1-8 who scored in levels 1 and 2 on the NYS exams.  These programs served 7,000 students throughout the district

School-Based

School 33

• The district continued funding for reduced class sizes at grades K-3 to enhance early learning.  The program focused on SURR and SINI schools, with a secondary focus on schools that had class sizes greater than 23 students.  The district hired five additional teachers to reduce class sizes from 25 to 23 or fewer pupils.
• The district established the Great Beginnings program, which is an intervention program for all students in kindergarten and first grade that focused on the development of language and motor skills.  This program served 373 students.
• The school expanded funding for after school and summer programs to all students who scored in levels 1 and 2 on New York State exams, which benefited over 7,000 students who participated in this program district-wide during the year.
• The school implemented the On Campus Intervention Program (OCIP), designed to reduce suspensions by providing academic support and counseling to students who are having difficulty functioning in a traditional classroom.  Over 200 students benefited from this program.

School Without Walls

• The district created the School Without Walls/Center for Youth Services program which provided wrap-around services for students based on a building-wide needs analysis and individualized student assessments.  Activities offered included personalized support to address students’ academic and social-emotional needs.  The school served 71 students.

East High School

• The school established the ArtPeace Academy at East Program which is an innovative alternative program offered in collaboration with ArtPeace, Inc.  It integrates arts and technology across the curriculum to serve students with a variety of learning styles in order to make learning more meaningful and engaging.  This program served 75 students.
• The district funded the Springboard program, an English Language Arts program for grades 6-12 that supports high expectations and develops students’ reading, writing, oral, and collaborative skills. The district served 1,979 students under this program.
• The district established the Evening Program at East which provided students throughout the district an additional opportunity to earn the credits needed to graduate from high school.  Students in grades 9-12 enrolled in regular day school are eligible for evening courses in core subjects to make up course work and stay on track for graduation.  It served 259 students. 

School of Imaging and Information Technology at Edison:

• The district funded the Advancement Via Individual Determination (AVID) program for the first time using Contract funds.  This program targeted students in the “academic middle” who desire to go to college by providing them with in-school support to improve students’ academic and social success. Fifty-one students benefited from this program.

Findings

The district used a general complaint process which was not specific to Contract for Excellence.

Corrective action:  This will be corrected as part of the C4E approval process.

Contract Amendment

2008-09 C4E Status

$729,856: To adjust the Contract amount to reflect the actual Charter School tuition increase and to re-allocate costs between schools based upon actual expenditures versus budgeted estimates in the original Contract.

Continued.

School District

Rush-Henrietta CSD

Contract Amount

$ 1,229,653

Contract Theme

Improvement in the achievement of all students and in particular, those with disabilities, generally through  the intervention of class size reduction 

Contract Overview

What Visits To A Representative Sample of Schools Revealed

• Regents Alternative Program (RAP) was expanded to better serve students at-risk of dropping out because of inadequate academic progress or earned credits.  A cohort group of students stayed together as a single unit in all content areas, reducing class size from 28 to 17 and creating a small learning community.  A counselor was added to serve these students and their families regarding behavior and lack of engagement.  Ten home visits took place. 
• Instructional coaches for teachers in science and ELA were added in response to a teacher turnover rate of 50 percent in five years.  The science coach assisted with curriculum support, lab design, classroom management, and models of instruction for teachers.  Teachers worked with the coach to develop common assessments.

Findings

None.

Contract Amendment

2008-09 C4E Status

None.

Removed.

School District

Schenectady City School District

Contract Amount

$ 9,760,042

Contract Theme

Schenectady City School District proposed to address the needs associated with being a District in need of Improvement (DINI).

Contract Overview

What Visits To A Representative Sample of Schools Revealed

• The district offered 30 minutes of extended day ELA and mathematics tutoring to all 6th, 7th and 8th grade students four days a week targeting students at risk of failing or not succeeding in the NYS assessments.   Approximate participation in the program was 15 students daily, 60 weekly, and 300 different students yearly.  The district added five 6th grade teachers to reduce class size from 26 to 20 students and to provide students an elementary model learning experience (students stay with one teacher throughout the day, rather than change teachers for every subject).  The district added one mathematics and one reading academic intervention service teachers to increase the amount of academic support for approximately 60 students.   The additional teacher allowed students with the most intense needs to receive instruction on a daily basis.

Findings

The district used a general complaint process, not specific to Contract For Excellence.

Corrective action:  This will be corrected as part of the C4E approval process.

Contract Amendment

2008-09 C4E Status

$1,682,037.  The SED raised concerns that more funds should be appropriated toward the high school in light of the district not making adequate achievement gains in math and ELA at the secondary level. Funds were moved to further address gaps at the high school level.

Continued.

School District Name

South Colonie Central School District

Contract Amount

$ 1,023,475

Contract Theme

Special education programming in K-12 was the focus of the South Colonie school district’s Contract for Excellence. 

Contract Overview

What Visits To A Representative Sample of Schools Revealed

• A Regents lab specifically to help students with disabilities prepare for the English Regents exam.  Teaching assistants were facilitators in this lab.
• A computer-based program was available to all high school students to support ELA instruction, including students with disabilities.
• Hire one additional teacher to decrease class size.
• Institute a before and after school remedial program to support at-risk students.
• Writing workshops for K-4h were in progress.  Reading workshops were being researched by staff from all elementary schools for consistency.
•  A transitional kindergarten was in place to strengthen ELA skills.
• The district developed and implemented an RTI program at the elementary level to identify learning disabled students.  Social workers and psychologists assessed and provided resources to this program.

Findings

None.

Contract Amendment

2008-09 C4E Status

$27,891.  The amendment did not change the approved targeting of funds, but was necessary as some projected expenditures were greater than actual costs, and the movement of funds to the high school was needed as those expenditures exceeded the original projections.

Continued.

School District

South Glens Falls City School District

Contract Amount

$1,227,222

Contract Theme

Strengthening student achievement of students with disabilities at the elementary and secondary levels.

Contract Overview

What Visits To A Representative Sample of Schools Revealed

• Plans included maintaining a ratio of five special education to 20 regular education students in integrated classrooms. In preparation for teaching in diverse classrooms, teachers receive training in co-teaching, differentiated instruction and data analysis. 
• Academic Intervention Services were restructured to include a push-in approach for 2007-08. Academic intervention teachers and special education teachers worked directly with students in general education classes to provide opportunities for small group learning and individualize instructional support.  The district developed a new benchmark assessment for students entering the sixth grade.  Teachers met to review this data and used it to identify students for additional academic support.
• The district hired a teacher and a guidance counselor specifically for the sixth grade to decrease class size, provide additional support and to increase opportunities for differentiated instruction.  The guidance counselor works with students throughout the middle school experience.  Guidance counselors regularly meet with teacher teams, administrators and parents to ensure students continuous support and services.
• The district put in place a program known as The Freshman Experience to develop skills and strategies ninth graders they to succeed in high school.
• District provided extensive professional development. Middle school teachers received training on curriculum mapping using an on-line software program.  Curriculum maps for seventh and eighth grade mathematics were completed. ELA teachers completed draft diary maps. All teachers participated in training on differentiated instruction.  To ensure teacher competency, the district offered updates and advanced training. Nine middle school teachers participated in a refresher course.

Program Compliance Issue

 None.

Contract Amendment

2008-09 C4E Status

None.

Removed.

School District

Spencerport Central School District

Contract Amount

$1,201,116

Contract Theme

Implement instructional improvements K-12 in ELA and math, with emphasis on ELA for students with disabilities.

Contract Overview

What Visits To A Representative Sample of Schools Revealed

• For class size reduction, the district added an additional classroom, a fourth section of the fifth grade.

• In order to continue existing programs, the district was able to implement a second year of full-day Kindergarten in all four elementary schools in the district. The number of students who attended full-day Kindergarten during the 2007-’08 school year was 255 students.

• The district added dedicated instructional time by creating literacy labs at elementary schools serving grades K-2 with 54 students, in 60-minute blocks.

• District-wide initiatives included Summer Institutes, Workshops and trainings, Leadership in Literacy training for all  administrators including:  Balanced Literacy, July 30, 2007;  Rigby Literacy Training – Grade 5, 08/07, 9/18/07, 1/29/08, and 3/27/08; AIMSweb and DIBELS (Dynamic Indicators of Basic Early Literacy Skills) Training;  Response to Intervention Overview – 8/8/07 and 8/14/07 for 20 faculty members;  Response to Intervention Assessment Training, 10/2/07, 10/9/07, 4/4/08  - 31 faculty members attended; Rigby Literacy Training – Grade 2, 10/24/07, 1/17/08, and 4/24/08 for 21 faculty members.

Findings

The district used a general complaint process; not specific to C4E.

Corrective action:  District is no longer in C4E status.

Contract Amendment

2008-09 C4E Status

$70,327.  Reflects actual costs as contrasted with proposed allocations.

Removed.

School District Name

Spencer-Van Etten Central School District

Contract Amount

$ 808,737

Contract Theme

Improve outcomes for students with disabilities and students in poverty performing below standards at elementary and middle school levels.

Contract Overview

What Visits To A Representative Sample of Schools Revealed

• Added new sections of second and third grade to reduce class sizes from 16-17 students from 25 or more.
• Expanded curriculum mentorship and curriculum development provided by BOCES working with the school’s “Instructional Council” two days per week, rather than one day per week (last year)
• Curriculum mapping over the summer
• Increased professional development opportunities (writer’s workshop, differentiated instruction, reading comprehension, and orientation for new teachers)
• Four-week Summer Learning Academy for K-6 students
• Added an individualized tutoring program
• Hired teaching assistants rather than aides
• Expanded the school day
• Expanded academic intervention services including longer school day, smaller classes, a math specialist and an AIS database to track student progress
• Expanded the mentor program
• Added a full-time math support person in elementary school
• Expanded individualized tutoring opportunities for students and expanded the Homework Club
• Hired a literacy specialist
• Purchased additional books for the library
• Expanded the Teacher Mentorship Program to serve eight new teachers this year.
• Middle School and High School Restructuring:
• Hired one full-time school Counselor
• Hired one Special Education teacher
• Hired one Instructional Support Teacher

Findings

The district used a general complaint process, which was not specific to the Contract for Excellence.

Corrective action:  This will be corrected as part of the C4E approval process.

Contract Amendment

2008-09 C4E Status

$73,544.  The district reallocated funds to allow for increased costs for employee benefits at the elementary level shifted from the middle and high school. The overall impact due to the reallocation of funds was neutral.

Continued.

School District

Syracuse City School District

Contract Amount

$ 11,748,024

Contract Theme

Multi-faceted approach using allowable program options, distributing contract funds across all the district’s schools to improve student performance

Contract Overview

What Visits To A Representative Sample of Schools Revealed

System-wide

• Hired academic intervention services teachers for each elementary school to provide targeted instruction to student performance below expected levels

• The district assigned each administrator with two or less years of experience a retired administrator as a mentor.  Twenty-nine administrators were individually mentored by retired district administrators, trained in research based practices in collaboration with Syracuse University.  It has proven to be very successful with 100 percent of the mentees requesting that they have continued support this year from their assigned mentor.

• The IEP Direct system was put in place to track individual education plans for students with disabilities, who comprise approximately 20 percent of the district’s students.

• Implemented the use of the Acuity Formative Assessment System in both ELA and math in grades three through eight. Acuity testing gathers data on student performance to determine gaps that need to be remediated.  As a result, both ELA and math achievement scores increased significantly in the 2007-08 school year.

• The district expanded the AVID (Advancement via Individual Determination) program, initiated in the District five years ago into all of the highs, allowing 400 more students to benefit from it.  It is focused on students who have good basic skills but who would not typically consider college. It has a proven track record of working with underachieving students.  One-hundred percent of the students that were in the first AVID cohort beginning in middle school, graduated from high school.  

• Every preschooler with disabilities enrolled in a pre-k class and the district used C4E to create a new full day pre-k at Grant Middle School, located in a neighborhood that previously had no pre-k programming.

• The districts created career-based academy small learning communities in all high schools.

School-based

Institute of Technology at Syracuse Central High School (Tech Central)

• C4E funding supported  salaries and benefits for new teachers and administration as well as instructional supplies and materials. This school began with approximately 95 students and has enrolled another 125 students in its incoming freshman class for September 2008.  When the school is fully renovated, and all grades established, the anticipated enrollment will be approximately 800 students. Onondaga Community College has partnered with Tech Central and students will be earning an associates degree in 4, 5 or 6 years.  In addition, community partners from area businesses, the Chamber of Commerce, Manufacturers Development Association, the City of Syracuse and other community partners are formally meeting monthly with district staff to develop this new school and the programs leading to successful careers in the Syracuse community following graduation from college. 

Corcoran High School  

• Progress has been made with regard to development of small learning communities (SLC), which C4E funding supported.  The SLC intervention model is based on the finding that when pupils have better attachments to schools, their coursework and teachers, they can thrive academically, so SLCs attempt to make these connections stronger.  Implementation began in September 2007 with all students in all high schools enrolled in an SLC and all teachers assigned to the SLC of their choice.  Students will have the same core teachers throughout their high school years which will strengthen relationships, thereby leading to improved teaching and learning.  C4E provided funds for teacher salaries and benefits, including teachers on special assignments acting as SLC facilitators. 

Findings

• District used general complaint process last year.  This year they have a specific complaint process and form on the web, provided in both English and Spanish.

Corrective action:  This will be corrected as part of the C4E approval process.

• The district will ensure that AVID strategies and participation in AVID is open to all students.

Corrective action: This will be corrected as part of the C4E approval process.

Contract Amendment

2008-09 C4E Status

None.

Continued.

School District

Unadilla Valley Central School District

Contract Amount

$613,676

Contract Theme

To improve student achievement scores on state assessments while reducing drop out rates: and reducing class size;  improving achievement scores on state assessments while reducing drop out rates; restructuring the middle school through alternative programs and use of technology

Contract Overview

What Visits To A Representative Sample of Schools Revealed

Findings

• The high school added a full time counselor to the building in order to provide students with additional social and emotional support. 
• The district focused on a transition program for middle school students entering high school. 
• Additional funding was targeted to professional development needs of the administration and the teachers in areas identified for improvement.

The district used a general complaint process, not specific to Contract for Excellence

Corrective action:  District is no longer in C4E status.

Contract Amendment

2008-09 C4E Status

None.

Removed.

    School District

Union Free School District of the Tarrytowns

Contract Amount

$ 604,405

Contract Theme

The district committed to improving the capacity of general education teachers to provide appropriately differentiated, data-driven instruction.

Contract Overview

What Visits To A Representative Sample of Schools Revealed

• The school district hired new staff members at the elementary level to reduce class size by ten percent. Class size reduction at the elementary level benefited all students.  Staff is better able to meet the needs of individual students with differentiate instruction.
• The district hired two ELA staff at the middle school level to address restructuring needs.  New staff has allowed the administration to adjust scheduling for a 90-minute ELA block for all seventh graders. The district restructured the middle school to a more effective middle years model, allowing for 8th graders to receive regular ELA instruction and writing workshop on alternating days.
• Restructured middle school and high school has increased the efficiency of staffing, student tracking, data analysis and curriculum initiatives. An additional high school special education teacher has expanded the co-teaching model in support of the inclusion of special education students.
• The Teacher and Principal Quality Initiative at the middle school level has focused on creating a balanced literacy model for teaching ELA and writing.
• The Teacher and Principal Quality Initiative at the district level has focused on implementing initiatives developed with AUSSIE (Australian and United States Services in Education).
• Every seventh grader is receiving 90 minutes of ELA instruction.  The extended time and the addition of ELA staff, allowed students to receive more specific and appropriate instruction.
• Data specialists worked with staff at all levels.  Benchmark reports were created to track student achievement and participation.

Findings

Currently, the school district does not have a procedure in place for parent complaints specific to the Contracts for Excellence.

Corrective action:  District is no longer in C4E status.

Contract Amendment

2008-09 C4E Status

None.

Removed.

School District

Utica City School District

Contract Amount

$ 7,236,360

Contract Theme

To improve instruction and increase student achievement throughout the district by meeting the needs of at-risk populations in ELA and math.

What did the District Agree to Do

What Visits To A Representative Sample of Schools Revealed

• The district added additional teachers for class size reduction including 5.5 primary teachers, nine reading teachers, three alternative education teachers, two ESL teachers at the elementary level, as well as an additional 5.5 Core teachers at the secondary level.  Class sizes were reduced from 27 to 24 at the high school; from 25 to 19 at Columbus School, grade 2; at General Herkimer, Kindergarten classes were reduced from 30 to 24; at Jefferson, grade 5 classes were reduced from 28 to 21;  at Kernan, Kindergarten and grade 5 classes were reduced from 25 to 20; and Watson Williams grade 2 classes were reduced from 28 to 21.
• The district added instructional coaches to assist teachers in effective instruction for targeted students including 1.5 ELA specialists: 1 for Donovan Middle School and .5 for John F. Kennedy School, assigned to work with teachers of students with disabilities.  Another 2.0 math facilitators were hired to service six of nine elementary buildings, and the other three buildings were serviced by another math facilitator paid with Title I funds. Math facilitators worked with all teachers who provided instruction to ELLs, students with disabilities, and other high-risk subgroups.
• Additional staff included: guidance counselors, an assistant high school principal, alternative education, special education, English, and reading  teachers, psychologist, parent liaisons, teaching assistants. The district hired nine Special Education teachers, three ESL teachers, 11 Reading teachers, five English teachers, 2.4 math teachers, 1.2 social studies teachers, two Science teachers, 2.8 LOTE teachers, 3.9 Special Areas teachers, six elementary teachers., four guidance counselors,  three psychologists, and a Director of Elementary Education
• Additional programs to address ELL and students with disabilities populations included: Young Scholars, Project Lead the Way, Fast ForWord, Best Buddies, STAR (Students Taking Alternative Routes to Success), individual after school tutoring, night school for at-risk students.  Proctor High School’s Night School Program targeted students who would otherwise not have graduated or would have been assigned to an alternative education program.  Approximately 150-200 students attended.  Fifty-nine of these students needed credit to graduate this year.  By taking the courses offered through the Night School Program, all 59 graduated.
• Additional professional development to address ELL and students with disabilities included training in “Thoughtful Classrooms” and effective instructional strategies, including increased  inclusion and differentiated instruction.  All teachers at the high school and middle school participated in year long  staff development that focused on research based best practices, Learning Clubs, and coaching for teachers.  Approximately 160 Proctor High School staff, 85 Donovan Middle School staff, and 70 JFK staff participated.  The administrators in each building also participated.  There were five training sessions at each building for all teachers.  The high school and Donovan had approximately 10 coaching days each and JFK had four.
• The district elicited public comment and discussion through BOE meetings, district newsletter announcements, newspaper announcements, public access channel announcements, and flyers mailed to residents.

Findings

None.

Contract Amendment

2008-09 C4E Status

None.

Continued.

School District

Valley (Montgomery) Central School District

Contract Amount

$2,079,014

Contract Theme

Strengthen programs to improve student achievement at the high school and the middle school.

Contract Overivew

What Visits To A Representative Sample of Schools Revealed

Valley Central Middle School

• Provided funding to enable those students who qualified for supplemental educational services and depleted their federal allocation to continue services.
• Hired a sixth grade tutor to expand the availability of tutoring from 1.5 to 2.5 hours per day for students who are absent for long periods due to illness or long-term suspension.
• Selected and ordered updated math textbooks and other equipment to increase time on task.
• Trained four faculty members as certified turnkey trainers in Data Team and Data Decision Making.
• Provided additional professional development for Assistant Principals to better analyze data and develop efficient plans to address students’ needs.
• Developed a partnership with the School Alliance for Continuous Program to complete a program review of its special education program.
• Prepared five faculty members to implement the WEB transitional program for sixth graders entering the middle school next fall.
• Sent one teacher to the Writing Institute weeklong training program.
• Developed two teachers as teacher mentors for middle school teachers.
• Hired a paraprofessional to provide additional time and supervision for students with disabilities to fully use testing modifications specified on their individualized education program (IEP). 
• Developed a partnership with Mount St. Mary College to provide 75 hours of professional development to support the use of Guided Reading and other strategies to address students’ needs.
• Created a writing lab by purchasing computers, installing required infrastructure, purchasing My Access Software and training teachers in its use.
• Installed a state-of-the-art video security system to reduce the teacher-hours needed for supervision. This enabled the middle school to reallocate this time to support instruction.

Findings

No compliance issues remain.

Corrective action:  This will be corrected as part of the C4E approval process.

Note:  Initially, the district confused requirements of the complaint process with those for the filing of public comment. This limited the period for filing parent complaints to 30 days. After clarification, the district immediately amended its complaint process, sent a copy to NYSED and posted the revised policy on the district’s Contract for Excellence website. A link provides easy access from the district’s main page.

The district received no complaints.

Contract Amendment

2008-09 C4E Status

$327,629.  The amendment was due to the timing of the contract approval.  Reallocations were made within the same schools and program areas already approved under the contract.

Continued.

School District

Wappingers Central School District

Contract Amount

$ 3,189,070

Contract Theme

To strengthen student learning in English Language Arts and math across all content areas in all 15 schools.

Contract Overview

What Visits To A Representative Sample of Schools Revealed

• Restructured middle school schedule to accommodate additional academic intervention services classes in ELA and math.
• The district formed a new committee to address character education.  The committee is currently studying best practices to design a more cohesive plan and has prepared a mission statement.
• Increased time on task addressed by adding extra classes for math and ELA every other day and hiring three new literacy coaches, a guidance counselor and four new staff members for English and math at the middle level.
• The district implemented an intensive ELA and social studies ninth grade remedial course at the alternative high school. 
• Created common language across content areas for the writing process, as well as a scope and sequence for ELA.
• Conducted professional development focused on critical thinking skills, including the Six Traits of Writing, curriculum mapping, Wilson Reading Program, character education and integrating literacy across the curriculum.
• Instituted project-based classes, with a modified program for self-contained students. Using such a project-based approach, the district increased instructional time for grade 8 ELA.
• The district used technology in both the project-based program and academic intervention classes.
• The district maintained database to track student progress in academic intervention.
• District plans to implement curriculum mapping in grades one and two next year.  
• Created a K-8 ELA coordinator position, hired three elementary literacy coaches, and added academic intervention services teachers and staff at elementary and junior high school levels.
• Held a summer institute to analyze best practices in instructing kindergarten students, created benchmark assessments for ELA and math, and thematic units by grade level.   Teachers were also trained in the Balanced Literacy Approach.

Findings

Currently, the district does not have a procedure for parent complaints specific to the Contract for Excellence.

Corrective Action:  This will be corrected as part of the C4E approval process.

Contract Amendment

2008-09 C4E Status

None.

Continued.

       School District

Watertown City School District

Contract Amount

$2,748,816

Contract Theme

Strengthening student results through additional dedicated instructional time by hiring additional teachers and lengthening the school day.

Contract Overview

What Visits To A Representative Sample of Schools Revealed

• Harold T. Wiley Elementary School: hired one resource room teacher (25 students); a Response to Intervention Teaching Assistant (30 students), two  Reading teachers, one 5th grade teacher (to reduce class size from 25 to 22 students on average) and one .6 ESL teacher (for 16 students)
• Completed a Focused Review to increase the graduation rates of students with individualized education programs
• Case Middle School purchased several research-based software programs: Fast For Word Served (100 students); Touchmath (30 students); and Read 180 (20 students).
• Started an alternative 9th grade program in the high school
• Improved delivery of academic intervention services at all levels for all struggling learners
• At North Elementary School, two reading coaches were hired (served 100 students), a half time math teacher (served 25 students at North and another 25 in another elementary building), two elementary teachers to reduce class sizes from 20 to 17, added one class, and the extended school day affected 528 students.
• The school day was lengthened by adding an after-school program in each building. The AIS teacher provided  tutoring in reading and math for targeted and struggling students.
• The school day was lengthened by adding an after school program in each building.  The program was for tutoring in Reading, Math, provided by AIS teachers, for Folk targeted and struggling students.

Findings

The district used a general complaint process, not specific to C4E.

Corrective action:   The district remedied this by August 1, 2008.

Contract Amendment

None.

2008-09 C4E Status

Continued.

    School District

Watervliet City School District

Contract Amount

$ 1,128,423

Contract Theme

The district’s focus is  the achievement  of students with the greatest learning needs, primarily elementary students’ ELA performance and over all the achievement of students with disabilities

Contract Overview

What Visits To A Representative Sample of Schools Revealed

• Expanded of special education program with three new classes
• District hired two speech teachers, two social workers and one school psychologist to expand the district-based intervention program
• Continuation of Reading First model
• Special education summer academy in summer 2007
• Staff development in Response to Intervention approach to reading instruction

Findings

General parent complaint process not specific to C4E.

Corrective action:  This will be corrected as part of the C4E approval process.

Contract Amendment

2008-09 C4E Status

None.

Continued.

School District

Westbury Union Free School District

Contract Amount

$2,115,135

Contract Theme

Strengthen the academic skills of English Language Learners, Students with Disabilities,

and economically disadvantaged students.

Contract Overview

What Visits To A Representative Sample of Schools Revealed

• The district created twelve new positions  to address time on task and class size reduction.  These new positions were in the following teaching areas: reading, English as a second language and special education.
• Added counselors to provide after school support and one-on-one counseling services.
• Developed a pre-test program to diagnose skill deficiencies and professional development training for all teachers K-12.
• Provided intense training for administrators in the supervision of probationary teachers and the refinement of curriculum mapping.
• Purchased computers and graphing calculators to increase students’ access to technology and enhance instruction.
• Restructured secondary offerings and expanded access to advanced placement courses in conjunction with Project Grad, which is a national program that promotes college readiness opportunities.

Findings

None. The district used a general complaint process was utilized, not specific to Contract for Excellence.

Corrective Action:  District is no longer in C4E status.

Contract Amendment

2008-09 C4E Status

$40,000.To increase the English as a Second Language teaching staff for the second half of the school year at the Powells Lane elementary, the money was reallocated from the high school in program areas of Teacher/Principal Quality Improvement and Middle School/High School Restructuring.

Removed.

School District

White Plains City School District

Contract Amount

$ 1,115,594

Contract Theme

Improve achievement of Black and Hispanic Students, including English language learners, and students with disabilities by delivering more instructional time and expanding full day pre-K.

Contract Overview

What Visits To A Representative Sample of Schools Revealed

• The district hired two new English language teachers at the middle school to reduce class size and provide greater time on task to English learners, where needed.
• The district hired a math teacher to provide targeted assistance to students needing additional support to achieve the standards. This included the creation of a math lab where the student–teacher ratio is between 10:1 and 18:1.
• The district assigned a math teacher to two remedial lab periods, one basic level course and two average level courses where 58 percent of the students scored below the standard on the previous Regents math test and 83 percent of the students are Hispanic or Black.
• An extended day program is targeted to at-risk students. Of the 135 students identified for the math after school program, 99 percent were students who failed to pass the last Regents math test, 56 percent were current or former ESL students and 19 percent were special education students.
• Establishment of a new full-day preschool served low income children identified as having the greatest need.
• The district hired teachers at the middle school to reduce class size and provide greater time on task to English learners, where needed.
• Hired a math teacher to provide targeted assistance to students needing additional support to achieve the standards. This included the creation of a math lab where the student–teacher ratio is between 10:1 and 18:1.
• The district assigned the math teacher to two remedial lab periods, one basic level course and two average level courses where 58 percent of the students scored below the standard on the previous Regents math test and 83 percent of the students are Hispanic or Black.
• The district targeted an extended day program to at-risk students. Of the 135 students identified for the math after school program, 99 percent were students who failed to pass the last Regents math test, 56 percent were current or former ESL students and 19 percent were special education students.

Findings

The district used a general complaint process, which was not specific to the Contract for Excellence.

Corrective action:  This will be corrected as part of the C4E approval process.

Contract Amendment

2008-09 C4E Status

$158,000.Timing issues made it difficult to expend all of the funds in the class size reduction, extended day and Pre-K categories as originally planned.   An amendment was requested to allow the district to spend all of the funds.

Continued.

School District

Yonkers Public Schools

Contract Amount

$ 7,600,000

Contract Theme

High school restructuring to provide intellectual rigor and challenging, relevant coursework in order to improve student attendance and academic performance, particularly graduation rates

Contract Overview       

What Visits To A Representative Sample of Schools Revealed

• Riverside High School implemented a comprehensive restructuring initiative to transform Riverside Museum Middle School to Riverside High School of Engineering and Design (R.E.D.). 
• Working with local environmental groups and area colleges, the school focused its efforts on project-related efforts in the areas of eco-landscape, environmental engineering, interior design and eco-tourism.
• The district created five new computer labs and purchased hardware and software, as well as PITSCO curriculum and lab materials.  The interactive labs accommodated up to 24 students each.
• At Saunders Trades and Technical Senior High School, the district added additional time to the school day to accommodate new academic intervention services and smaller class size.
• Yonkers High School has hired 3.5 FTE positions to support English language learners participating in the International Baccalaureate program.  The school hired an additional 1.5 FTE was hired to work with Spanish speaking students with disabilities.
• At Commerce Middle School, the CARE and BOTS (Back on Track) programs targeted students most at-risk.  These programs allowed students to obtain necessary credits for graduation. Four-hundred-fifty at-risk students participated in the CARE program in its first year, resulting in 239 students being awarded 361.5 credits in January, 2008.

Findings

• Administrators report not being specifically informed concerning Contract of Excellence funding in their buildings.

Corrective action:  This will be corrected as part of the C4E approval process.

• There is no specific procedure for parents to lodge complaints as it relates to the Contract for Excellence.

Corrective action:  This will be corrected as part of the C4E approval process.

Contract Amendment

2008-09 C4E Status

None.

Continued.